探討同步與非同步化Facebook環境中科學本質融入科學新聞之研究

Abstract

本研究目的以科學本質融入科學新聞課程，置於臉書（Facebook）的網路環境，以探討同步與非同步討論模式，對學生之科學本質觀點、主題相依科學本質能力和科學知識概念的提昇之研究。 研究採用實驗研究法之準實驗設計，研究對象為新竹縣山區某偏遠國中四班八、九年級的學生，分別為二班（八、九年級各一班）同步組42人，二班非同步組（八、九年級各一班）41人，此兩組學生在八年級上學期自然與生活科技課程之學業成績表現皆未達顯著。同步組學生接受同步化社群網路學習模式，非同步組學生接受非同步化社群網路學習模式，兩組學生均接受七個不同主題之科學本質融入科學新聞及二個探討科學本質的學習內容。二組學生均在學習前接受科學本質問卷、主題相依科學本質測驗、科學知識測驗及網路科學本質討論的前測，並於學習後接受科學本質問卷、主題相依科學本質測驗與科學知識測驗及網路科學本質討論的後測，研究將針對學生在科學本質問卷、主題相依科學本質測驗與科學知識測驗學習前、後及三週後追蹤測的改變，網路科學本質討論的前、後測和學生網路學習歷程分析及科學本質觀點開放式問卷進行探討。 結果顯示同步組學生在科學知識測驗表現顯著優於非同步組的學生，但在科學本質量表與主題相依科學本質測驗上兩組學生並沒有顯著差異，科學本質觀點開放式問卷也顯示兩種教學模式對兩組學生而言並沒有差異。 但卻也發現到「同步組」與「非同步組」的學生各自在科學本質問卷、主題相依科學本質測驗、科學知識測驗的前測、後測、追蹤測成績表現呈現進步且皆達顯著差異。 另分析學習者的網路學習歷程，發現到學習者在主題一到主題七之間的科學本質觀點、主題相依科學本質能力和科學知識概念等，都有明顯的成長。本研究顯示科學本質融入科學新聞課程對於同步組或非同步組學生的科學本質觀點、主題相依科學本質能力和科學知識概念的提升都是有效的。

The purpose of this study was to explore the enhancement of students’ views on the nature of science, their content-dependent nature of science ability and their concept of scientific knowledge by comparing between synchronous and asynchronous Facebook-based nature of science integrated with scientific news. The study used an experimental method of quasi-experimental design in a remote mountainous area of Hsinchu County. We had two groups, a synchronized group of 42 people (one class for the eighth grade and one class for the ninth grade) and an asynchronous group of 41 people (one class for the eighth grade and one class for the ninth grade). The two groups of students were not significantly different in their Science and Life Technology curriculum academic performance in the first semester of the eighth grade. The synchronous group of students received simultaneous synchronous network learning communities. The asynchronous group of students received a non-network learning community. Both groups of students were given seven different topic on the nature of science integrated with scientific news and two topics to research on the nature of science. Before studying, both groups of students received a pre-test, including a questionnaire on the nature of science, the content- dependent nature of science ability two tier test, concept of scientific knowledge quiz and discussion of the nature of network. After learning, they received a post-test, including a questionnaire on the nature of science, the content- dependent nature of science ability two tier test, concept of scientific knowledge quiz and discussion of the nature of network. This study analyzes the pre-test, the post-test and a three-weeks-later tracking test, discussing the changes on the network, comparing the learning process of students and researching the open-ended view of the nature of science questionnaire. The results showed that synchronous group’s performance in science knowledge was significantly better than asynchronous group of students, but there was no significant differences for the two groups in the questionnaire on the nature of science and content- dependent nature of science ability two tier test. The open-ended view of the nature of science questionnaire also showed no difference between the two teaching groups. But it was found that the "synchronous group" and "asynchronous group" of students showed that their progress and performance were significantly different on the questionnaire on the nature of science, the content- dependent nature of science ability two tier test, concept of scientific knowledge quiz pre-test and post-test, and tracking test results. It was found that the learners showed significant growth on the view of the nature of science, content- dependent nature of science ability and the concept of the scientific knowledge from topic one to topic seven by the analysis of the learner's e-learning course. The study also showed that the nature of science integrated with scientific news course was effective for improving the synchronous or asynchronous groups’ views on the nature of science, their content- dependent nature of science ability and their concept of the scientific knowledge.